Planning and Adorning the 
Farmstead and School Grounds 



Issued by Direction of 



FRANK W. MILLKR 

Superintendent of Publi 

i)f Oiiic 



Superintendent of Public Instruction 

i)f Oiiic 



Columbus, Ohio: 

The F. j. Heer Printing Co. 

1913. 



MAY 1 



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40 






INTRODUCTION. 



The Department of Public Instruction has issued agricultural bul- 
letins for the last two years. During this time a demand has developed 
for information concerning the planning and adorning of school grounds, 
homes and farms. When this need became apparent the Department of 
Public Instruction planned to give the general public a bulletin entitled 
"Planning and Adorning the Farmstead and School Grounds." This 
bulletin should be placed at the disposal of the pupils of the seventh and 
eighth grades and high school pupils of all village and rural schools of 
the State of Ohio, and in the public libraries where such bulletins are 
used by people interested in farm and school improvements. The illus- 
trations used in the bulletin are drawn from the best and most practical 
plans that are available. Also the school plants shown in the bulletin 
are of different types of the best plants in the state of Ohio at the pres- 
ent time. Many of the illustrations are from original designs and pre- 
pared especially for this bulletin. The Department feels especially in- 
debted to Doctor W. J. Green, State Horticulturist, Wooster; and W. E. 
Bontrager, Foreman of Grounds, Wooster Experiment Station, Woos- 
ter, Ohio. Also to all others who have given suggestions and offered 
criticisms of this work. 

Frank W. Miller, 
Superintendent of Public Instruction. 



"The tree planter and teacher united in one shall be declared the best bene- 
factor of modern times, — the chief provider for posterity." 

J. Sterling Morton, 
Founder of Arbor Day. 

THE SCHOOL GARDEN. 

After animals, plants are the objects of greatest interest to children 
m nature study. The average school environments make it possible to 
study plants to greater advantage than animals. 

The facilities and conveniences for the study of plants are within, 
reach of nearly all schools. The necessary requirements can be easily 
secured, in most instances, without very great expense. 

The increasing interest in agricultural education is making the study 
of plants a matter of growing importance, and the demand is becoming 
urgent for definite and practical plans for the establishment of school 
gardens. 

In rural communities where there are no consolidated or centralized 
schools, it is advisable to encourage the work of making experiments or 
tests in plats on the home farm. 

In the city, village or in the rural community where there is a high 
school or a consolidated school with sufficient space for lawns, play- 
grounds, and gardens, there should be a plan for growing shrubs, trees, 
vines and flowers, in an artistic manner. This should be done in such 
a way that it will serve a useful purpose in instruction. The school 
grounds should be an object of beauty, study and inspiration. 

1. The primary object of the school is instruction. 

2. The work of adorning should be planned and carried out with the two- fold 
purpose of securing beauty and utility. Trees and shrubbery attract birds 
and insects and facilitate the study of economic zoology. 

3. The school garden may serve a number of purposes, as study, beauty, recre- 
ation, practical utility. 

4. The school ground should be planned, and the work of planting and beauti- 
fying so executed, and the grounds so kept- that they will serve as a model 
for study by the residents of the community. 

5. The grounds should be the pride of the school and they should be the 
outward manifestation of the inner spirit of the school. 

6. Artistic beauty will help to win a better school spirit and a closer sym- 
pathy among teachers, pupils, parents, and taxpayers. 

From the above points we should therefore easily reach the conclu- 
sion that this work should not be planned in a haphazzard way by inex- 

(5) 



6 PLANNING AND ADORNING THE FARMSTEAD, ETC. 

perienced and untrained minds. Every school board should be impressed 
with the fact that in selecting a school site and planning buildings and 
grounds, they are dealing with that which may be farreaching in its conse- 
quences. It is to become a familiar scene ; it will become a landmark ; it 
will form lasting impressions and the pictures of memory. The work of 
beautifying the grounds should have a plan. 

There should be as much care in the selection of the landscape artist 
and in the execution of his plans as in the selection of an architect and 
competent workmen for the construction of a school building. No build- 
ing should ever be placed where there is no room for large and com- 
modious grounds. The grounds are a part of the complete school. A 
school without grounds is a lame school, and it will make crippled minds. 



LOCATION OF BUILDINGS. 



School buildings should not be located near the street, nor on busy, 
noisy thoroughfares. They should be away from smoke and the noise of 
factories and railroads, as far as possible and practicable. 

The primary consideration in the organization of new schools should 
be location of grounds. Second, tlie location of the building. The proper 
order for this work should be : 

1. Selection of a proper site. 

2. Selection of an area of sufficient size. 

3. Planning the school grounds. 

4. Plans and location of building. 

It is very evident from the many undesirable conditions that may be 
seen in visiting schools, that the order above given has not been headed. 
Too often the reverse plan has been followed. 

Often the so-called economy of some former school board has added 
heavy burdens of taxation on those who must abandon undesirable build- 
ings and locations. 

Walks and drives of over one hundred feet in length should have 
curves, so that trees and shrubs along the borders will show better 
naturalistic effects. 

A view from the doors and windows of the school buildings will 
help to decide the location of the trees. Sights in the distance or in the 
environment of the building can be retained or obstructed as desired. 

There should be a wide variety of the most useful trees that grow in 
the locality of the school and as many varieties from other parts of the 
country or other countries as can be grown. 

The following list is made up of trees that are found in the public 
parks and grounds of Ohio. 



PLANNING AND ADORNING THE FARMSTEAD, ETC. 



White Oak, 
Red Oak, 
Pin Oak, 
Golden Oak, 
Chestnut Oak, 
Willow Oak, 
White Ash, 



DECIDUOUS TREES. 

Japan Catalpa, 
White Elm, 
Red Elm, 
Cottonwood, 
Poplar, 

Lombardy Poplar, 
Sycamore, 



Hickory, 

Buckeye, 

Box Alder, 

Locust, 

Black Cherry, 

Cornelian Cherry, 

Purple Birch, 

















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Figure No. 1. 

Represents a school ground containing 10 acres. It is in the form of a 

square and shows an ideal arrangement for trees, shrubs, flowers, lawns, play- 
grounds and school gardens. 



Black Ash, 
Prickly Ash, 
Mountain Ash, 
Mulberry, 

Kentucky Coffee Tree, 
Ginkgo Tree (Japan), 
Tree of Heaven (China), 
Japan Varnish Tree, 



European Sycamore, 
Purple Sycamore, 
Catalpa, 
Sassafras, 
Horse Chestnut, 
Walnut (black), 
Japanese Walnut, 
White Walnut, 



Silver Birch, 
Red Birch, 
Paper Birch, 
Larch, 

Liquid Amber Tree. 
Sugar Maple, 
Norway Maple, 
Silver Maple, 



8 



PLANNING AND ADORNING THE FARMSTEAD, ETC. 



Beech, 

Purple Beech, 
Weeping Beech, 
European Linden, 



Am. Linden (basswood), Osage Orange, 
Willow, Magnolia, 

Persimmon, Tulip. 

Aspen, 



Austrian Pine, 
White Pine, 
American Hemlock, 
Colorado Blue Spruce, 



EVERGREEN TREES. 

Norway Spruce, 
Holly (American), 
Juniper, 



White Fir (Concolor), 
Douglas Fir, 
Blue-tinted Red Cedar, 
Cypress. 



Where there is plenty of space for trees the list of trees may in- 
clude many other well known varieties. A school ground with a great 
variety of trees will afford great advantages for teacher and pupil. They 
will afford an opportunity to study the characteristics of all the trees with 
which children ought to be familiar. 

Among the groups of flowers, vines, shrubs, and trees, there should 
be some fruit bearing varieties for the attraction of birds. 

There is nothing that adds more beauty and charm to the scene than 
cardinals, jays, robins, woodpeckers, and humming birds flitting about 
among the gorgeous hues of the landscape. 







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Figure No. 2. 

A home for the birds. 



PLANNING AND ADORNING THE FARMSTEAD, ETC. 



THE NURSERY. 



A plat of ground of a fourth of an acre should be reserved in a 
suitable locality for the nursery. The trees are to be transplanted and 
may therefore be planted in the plats in rows. The seedlings should be 
about one foot apart in the row and the rows about two feet apart, run- 
ning crosswise of the plat. 

By this method of planting there may be at least five thousand trees 
started. The care of these trees can be given to the childrn in the first 
three grades. In three years most of these trees can be removed by the 
children for transplanting on the home grounds. 

The following figure w^ill show the arrangement of seedlings in the 
plat: 

: 10 rods 



This plat may be made four rods wide so that the length of the rows 
w-ill be 66 feet; and by planting the seedlings 12 inches apart, each row 
will provide room for 66 trees. If the plat is ten rods long and the rows 
are placed 2 feet apart, there will be room for 82 rows. The size of the 
plat may be increased to suit the size of the schools. 

Each row of trees should contain fruit trees of the following num- 
bers and kinds : 

1. 10 Apple. 
■2. 10 Cherry. 

3. 10 Peach. 

4. 10 Phim. 

5. 5 Pear. 

6. 5 Quince. 

7. 2 Mulberry. 

8. 2 Crabapple. 

9. 2 Sweet Cherry. 

10. 10 trees for shade (forest trees). 

Of course, this list is only suggestive and only such trees should be 
started as are adapted to the region. 



lO 



PLANNING AND ADORNING THE FARMSTEAD, ETC. 



The school gardens that have been established, have for the most 
part been devoted to the growing of common vegetables and flowering 
plants. 

It is already evident that a school garden that is planned for the 
only purpose of growing a few annual plants for the immediate use of 
the home will encounter certain difficulties, that will make the work 
unsatisfactory, for the following reasons: 

1. Most plants of the vegetable type for table use mature or reach the most 
interesting stage of their career at a time when schools are closed. 

2. After the plants have been removed there is nothing left in tangible form 
for study. 

3. The instruction given and the knowledge of plant life will be limited to 
about the same routine of work and study from year to year. 

There is one study however which may be added to the study of 
the kitchen garden plants that will present an entirely different aspect 
for a guide to the true lover of nature, and that is the tree for forestry 
or for fruit. 

The advantages afforded by tree study are : 

1. Permanency. 

•2. Different stages of growth covering a long period of years. 
3. Seed, germination, seedlings, budded or grafted stalk, the flowering stage, 
the fruit bearing trees. 




Figure No. 4. 
A good illustration of what can be accomplished in a few years. 



PLANNING AND ADORNING THE FARMSTEAD, ETC. II 

4. A different stage for study for each year of the child in school. 

5. A contemporaneous development of child and tree life. 

0. The trees in the lawns and parks and yards are living monuments and 
lasting tributes to philanthropy, to science, to the school and to the in- 
dividual boy or girl. 



DETAILED WORK. 



The details of the work of starting the school nursery must be left 
largely to the judgment of the teacher. 

According to the plans suggested, the nursery will not require any 
more if as much attention as the vegetable garden. 



BEGINNING THE WORK. 



1. Begin in Autumn. 

2. Plow, prepare and fertilize the plat of ground. 

3. Collect the seeds of fruit and forest trees and store them through the 
winter. 

4. Co-operate with other schools in exchange of seeds. 

5. Most tree seeds mature in the fall. 

6. Gather seeds as soon as they are ripe. 

7. Some seeds shouUd be picked from the trees ; others can be collected 
after they have fallen. 

8. Most tree seeds should be dried a few weeks before storing. 

9. Do not allow them to become too dry nor to become moldy. 

10. Seeds of mulberry, catalpa, osage orange, and a few others may be kept 
in sacks hung in a dry, cool place. 

11. Seeds with thick hulls like walnuts, hickory nuts, peach seeds, plum 
seeds, and some others may be buried in the yard or garden or in sand 
pits during winter. 

12. The ground should be well drained. Ordinary freezing will help to 
open the shells and facilitate germination. 

13. Test seeds before planting in the spring. (Class Study.) 

14. Keep all kernels that are plump and firm and discard those that are 
withered or diseased or wormy. 

15. Use more seeds in the germination test than are required for the plats. 

16. When seeds are sprouted by the different methods, blotters, sand, etc., 
the pupils may take the seeds and plant them at home in a small plat, 
and care for them until they are large enough to transplant to the 
nursery bed. 

A few of the trees named in the nursery table may be selected for 
shading purposes, but the best results will undoubtedly come from the 
raising of fruit trees. (See table page 8.) 



12 PLANNING AND ADORNING THE FARMSTEAD, ETC. 

Apple, pear, peach, cherry and plum seeds can be easily started at 
home, and very often young trees may be secured from fruit orchards. 

When the trees have arrived at the proper age and growth they 
should be grafted by the pupils. This should be done in connection 
with a careful study of the text. 

Study the childhood of fruit trees. Let it be the history of their 
propagation and development in the nursery from the planting of the 
seed, through the various operations of budding, grafting, sprouting, 
trimming, and fertilizing until the trees are ready to transplant and 
begin their new cycle of life amid the surroundings of the orchard. 

It must be remembered that the study will also involve the study of 
the insect enemies and fungus diseases which are incident to forestry 
and fruit tree life. 

The study of trees is to be continued after they are transplanted 
to the home orchard, lawn or garden. Thus the work commenced in 
the school and transferred to the home, will bring about more of the 
spirit of co-operation between home and school. 

This will all aid to develop a love of study of nature. It will help 
to bring up the child in harmony with nature instead of out of joinl 
with the world. 

It is not wise to attempt to teach scientific forestry and fruit grow- 
ing in any of the elementary grades. 

In the primary grades tree study with an occasional glimpse of the 
forest should form the basis of the work. 

In the grammar grades there should be a study of trees as corre- 
lated with geography and agriculture. 

In the high school tree study becomes a part of botany and the 
high school course in agriculture. 

Suggestive outlines will be found in Forest Service Circular 130 
"Forestry in the Public Schools," U. S. Dept. of Agriculture. 

A course of study for the first three or Primary grades, and a 
course of study for the three interm.ediate grades can be found in 
Farmer's Bulletin No. 488 "Forestry in Nature Study," U. S. Dept. 
of Agriculture. 



THE VEGETABLE GARDEN. 



The following plans are offered as suggestions : 
The following figure represents a plat of ground eight feet, three 
inches wide, and sixteen feet, six inches long, or half a square rod. 



PLANNING AND ADORNING THE FARMSTEAD^ ETC. 



13 



The first twelve rows of vegetables are twelve inches apart. 
Rows 13, 14, 15 are 20 inches apart. 



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The rows in the above plat are planted as follows : 

Rows 1 and 2 are planted to radishes 2 inches apart. 
Rows 3 and 4 are planted to lettuce 6 inches apart. 
Rows 5, 6, 7, 8 are planted to beans 6 inches apart. 
Rows 9, 10, 11, 12 are planted to beets 4 inches apart. 
Rows 13, 14, 15 are planted to tomatoes 20 inches apart. 
Rows 1, 2, 3, 4 may be followed by beans. 

Rows 5, 6, 7, 8, 9, 10, 11, 12 may be followed by spinach, turnips, winter 
radishes. 

Figure No. 2 represents a combination vegetable and flower garden. 



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The radish and lettuce rows are to be followed by tomatoes. 
The beans are to be followed by turnips. 
The plants are grouped according to height of growth. 
The tall growing plants are in the centre of the garden. 
The low growing and decumbent plants are at the ends. 



14 



PLANNING AND ADORNING THE FARMSTEAD, ETC. 



These plats are only suggestive and may be made much larger so 
as to include a much greater variety of products. 

Each pupil should have an individual garden of the above size or 
larger, even, up to 1x4 rods. 



FLOWER BEDS. 



The school grounds with shade trees, shrubbery, and a beautiful 
lawn can be made still more beautiful with the right kind of flowers 
artistically arranged. 




Figure No. 5. 
Flowers for ornamental beds in front of shrubbery. 

Flower beds may be in the form of crescents, stars, letters and 
names, or in beds of irregular shapes, but the shapes of these adorn- 
ments should not be the leading features of the place. 

The curved pathway is made especially attractive by being bor- 
dered at intervals with clusters of flowers. 

In arranging a round or star shaped bed it may be made attractive 
by having rings of various colors. 



HARDY PERENNIAL PLANTS. 



The list of perennial flowering plants is so long that it is only pos- 
sible to give a very limited list in this bulletin. But from the vast 



PLANNING AND ADORNING THE FARMSTEAD, ETC. 



15 



realm of excellent hardy pereniials it is possible to select a list that will 
be in bloom from early spring till late in the fall. It is possible to ob- 
tain a stock of hardy plants that will continue to beautify the lawn for 
many years. 

Space forbids that anything but general directions be given for the 
use of the plants named in the list. A few general suggestions are 
given as follows : 

1. The most appropriate place for these flowers is on village lots, country 
lawns or in public parks. 

2. They may be banked along the boundaries of the lawn, at the base of 
buildings, along garden fences, drives and walks. 

3. The beds should not be too wide. 

4. They may be grown in front of masses of shrubbery, in nooks, or in 
front of evergreen or deciduous hedges. 

5. Placed in irregular clumps, or beds at the base of a thicket of evergreens 
for a background, the flowers will produce an ideal effect. 

6. Do not plant flowers as a rule in formal plats of ground such as squares, 
circles and similar geometrical shapes in the center of an open piece of 
ground. 

7. Do not plant large areas of a single kind of plants except in instances 
where there are large tracts to be devoted to flowers, shrubbery and trees. 

8. Let there be an aggregation of many species, that there may be new pic- 
tures unfolding from time to time. 




Figure No. 6. 
Flowers along the borders of walks and buildings. 



1 6 PLANNING AND ADORNING THE FARMSTEAD, ETC. 

A LIST OF PERENNIALS. 

Name. Colors. Height. Time of Flowering. 

Hardy Feverfew White, pink and red. 27 inches.. .May 20 to July 1. 

Foxglove White, pink and red. 43 " June 5 to Aug. 11. 

Gas Plant White and pink.... 24 " May 29 to June 18. 

Iris Variegated 30 " June 11 to July 1. 

Hardy Larkspur Variegated 60 " June 5 to Aug. 18. 

Upright Virgin's Bower... White and purple... 18 " June 9 to June 27. 

Young's Evening Primrose. Golden Yellow 30 " June 11 to July 1. 

Baby's Breath 48 " June 25 to July 22. 

Hollyhock Variegated 8 feet June 25 to Aug. 1. 

Chinese Bell-flower Dark blue and white. 51 inches.. .June 27 to Aug. 11. 

Butterfly Weed Orange yellow 

Plume Poppy White 6 to 8 ft. . 

Among the common are the following: 

The Peony, False Indigo, Japan Anemone, 

The Columbine, Perennial Peas, Purple Cone-flower. 

American Senna, Leadwort, 

USES OF SOME OF THE POPULAR FLOWERS. 

Among the most beautiful and popular flowers are the following: 

The Ageratum for strengthening the garden's color forces in blue. 

The Alyssum for borders, edgings, baskets, pots, etc. 

The Aster for tall growing, herbaceous borders, late bloom and careless effect. 

The Balsam used at the margin of groups to crown a terrace. 

The Pot Marigold for use in mass or in borders. 

California Poppy, most effective when grown in beds of considerable size. 

Calliopsis for bouquets, the living room, the greenhouse and hotbed. 

Campanula for the decoration of a house, or for growing in large quantities. 

Candytufts for edging beds in white, for massing or for belts. 

The Castor Bean for a central object in a group, for striking effect with cannas, 
caladiums, doelus, etc. 

Chrysanthemums, for gorgeous shows. 

The Clarkia for hanging baskets, vases, and edging plants, and low massing, or 
borders. 

Cobea Scandens for rapid growth and climbing. 

The Cockscomb for the odd and picturesque decorative feature of the garden. 

The Columbine for a border plant. 

The Cone flower for a border to a bed of delphiniums. 

Corn flowers for planting in the open. 

Cosmos for tall broad masses in background bordering against evergreens or 
fences. 

Evening primrose for solid beds, border lines, for pots, and for shrubbery borders. 

Forget-me-nots for close border. 

Four O'clock used as a screen. 

The Foxglove for among shrubbery or along walks and drives. 

Gaillardia for mixed borders. 

The Hollyhock for growing against evergreen hedges or shrubberv', or as a back- 
ground for other flowers of lower growth. 

Morning Glory for climbing. 



PLANNING AND ADORNING THE FARMSTEAD, ETC. 



17 



The Larkspur for among shrubbery or as a backyrouiul. 

LobeHa for beds, edgings, baskets and pots. 

Marigold for beds and shrubbery borders. 

Mignonette for every garden. 

Nasturtiums for beds. 

Nemophila for borders and beds. 

Pansy for beds. 

Petunia for beds and borders, and masses and window boxes 

Phlox for masses and ribbon beds of contrasting colors. 

Pinks for borders, boquets, and table decorations. 

Poppy for beds and borders with a background of green. 

Potulaca Beds, edgings, rockwork, for filling up irregular p 

Scarlet Sage for hedge, border, boxes, pots, etc. 

The Snapdragon for borders. 

Stocks Bedding, edgings, pot culture, house or conservatory use 

bouquets and for floral work. 
Sweet Peas for bouquets and table decoration. 



aces in tlower beds. 



tor cutting for 



VINES. 

Vines properly grown on the school grounds will also help to inake 
the entourage beautiful and attractive. W^ills, arbors, trellises, verandas 
and porticos covered with vines mav l)e made tiseful and artistic. A 




Figure No. 7. 
A beautiful efifect in the arrangement of flowers, shrubbery and trees. 



i8 



PLANNING AND ADORNING THE FARMSTEAD^ ETC. 



few vines such as the following will serve well for purposes of orna- 
mentation : 



Hardy Vines. 
Boston Ivy, 
Bitter Sweet, 
Honeysuckle, 
Dutchman's Pipe Vine, 
Virginia Creeper or 

American Ivy, 
Cinnamon Vine (Chinese), 



Hardy Vines. 
Clematis Jackmanii, 
Clematis Paniculata, 
Wisteria, 
Crimson Rambler, 



Annuals. 
Scarlet Runner Bean, 
Wild Cucumber, 
Morning Glory, 
Moon Flower, 
Sweet Peas, 
Climbing Nasturtium, 
Gourds. 



SHRUBBERY. 



Shrubs should be arraingcl in groups. 

Shrubs that bloom about the same time should not all be placed to- 
gether in some part of the group; they should be distributed in different 
parts among shrubs blooming at different times. 

Highest shrubs should be placed near the center of the group. 

The lowest or decumbent plants should be in the outer row. 

To assist in the arraignment of shrubs according to height and 
time of flowering, the following list is given: 



Name. 

Althea 

California Privet 

Lilac 

Japanese Tree Lilac 

Flowering Tree Lilac 

Japanese Quince 

Spirea (Van Houtte) 

Viburnum (Snowball) 

Berberis Thunbergi 

Rhododendron (Rose Bay), 
Syringa (Mock orange)... 

Hydrangea Paniculata 

Wolfberry 



Weigelias 

Flowering Currant. 



Time of Blooming. Height. 

August and September... 

Any height, 1 to 15 feet. 

May 5 to 10 feet. 

July Full growth, 30 feet. 

Flowers in early spring. . . 2 to 4 feet. 

Flowers in early spring. . . 5 to 6 feet. 

July Dwarf shrub. 

May and June 10 to 15 feet. 

Red 3 to 4 feet. 

May and June 5 to 6 feet. 

May and June 5 to 7 feet. 

July 3 to 4 feet. 

White berries last till 

winter Low branching. 

July Dwarf shrub. 

May 4 to 5 feet. 



.SHRUBS AND THEIR ARRANGEMENT. 

The arrangement of shrubs should be made according to effects 
desired. If the group is to be viewed from all sides the arrangement 
should be different than if it is to be seen only from one side. 

The following plan is for a group to be seen from different parts 
of a large lawn : 



PLANNING AND ADORNING THE FARMSTEAD, ETC. I9 



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Figure No. 8. 

DETAIL OF SHRUBBERY GROUP. 

J- Q- Japan Quince. 

J. T. L. — Japanese Tree Lilac. 

V. — Viburnum. 

L. — Lilac. 

S. — Syringa. 

A.— Althea. 

R. — Rhododendron. 

H. — Hydrangea. 

W. — Wisteria. 

B. — Berberis. 

Shrubbery with a background of large trees may begin with low 
branching or dwarf shrubs in the foreground and be increased in size 
to the higher shrubs ; for instance in the following order : berberis, cur- 
rant, quince, lilac, viburnum, Cornelian cherry, Japanese lilac, Fir, ever- 
green. 

This arrangement will present an ideal scene in winter as well as 
in summer. If the landscape is extensive, in front of this scene there 
may be a large bed of flowers of striking type to give the effect of 
gorgeous sheets of color in the distance. 



20 



PLANNINC AXD ADORNING THE FARMSTEAD, ETC. 




Figure No. 9. 

A vvindbrake laden with frost and snow. 



PLANNING AND ADORNIKG THE FARMSTEAD, ETC. 



21 



THE HOTBED. 



It will probably be of considerable advantage to every school hav- 
ing a school garden to have a number of hotbeds. 

These will enable the school to get an early start in growing cer- 
tain plants. This is of especial importance to those schools that close 
early for the summer vacation. 

With the gardener it is an important matter of business and for 
that reason it is practical instruction that ought to be within the reach 
of all. 

A permanent hotbed may be made so that it may be heated either 
by radiating pipes from the heating plant or by fermenting manure, A 
hotbed may be made as shown in Figure lo. 







1__1. 


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Figure No. 10. 
Cross section of a permanent hotbed or pit. 



A pit should be dug from 2 to 2^ feet in depth, according to the cli- 
mate. The pit should have plank, brick or cement walls on all sides. 
Standard hotbed sash are 3 by 6 feet. The pit should therefore be 
built in the proper proportion so that the frames may be used. 

The pit should be filled with manure to within 4/5 of the depth 
and then covered with about 6 inches of soil. 

The following table is given by the U. S. Department of Agriculture: 



22 



PLANNINC AND ADORNING THE FARMSTEAD, ETC. 



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PLANNING AND ADORNING THE FARMSTEAD, ETC. 



23 



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24 



PLANNING AND ADORNING THE FARMSTEAD, ETC. 



In many states there are state foresters or forestry commissions, 
who may be able to advise and aid the schools. You may be able to se- 
cure seedlings from your state experiment station. Some of the stations 
are offering such help to schools. You can also make application direct 
to the Forest Service of the U. S. Dept. of Ag., Washington, D. C. 
They will put schools desiring to exchange supplies of tree seeds into 
communication with each other. 

PLANNING AND ADORNING THE FARMSTEAD AND RURAL SCHOOL GROUNDS. 

The Farmstead is the general area occupied by the farm buildings, 
the yards, lawns and walks ; the entrances and driveways ; the trees, 
vines and flowers, and shrubs. 



Com Ljatd 




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#) ® ''# v^' ^ V 



7— 'ubiic .NigKujaLj 

Figurb; No. 11. 
An ideal plan for the farmstead. 

Figure 11 represents a farmstead 20 rods square. The distance from the 
dwelling to the barn is 200 feet. The distance from the dwelling to the pig pen 
is 250 feet. This figure shows a plan for the north side of the public highway. 



PLANNING AND ADORNING THE FARMSTEAD, ETC. 25 

As the farmstead is the cciilcr of activity on the farm and the place 
where the farmer must spend the hest part of his life, the consideration 
of this subject ought to be full of interest and concern. 

Home-making should be carried into effect systematically in con- 
formity to some well-defined ])lan, looking not only to the present but 
also to future needs and comforts. This is an important agricultural 
problem, because : 

1. It will help in the appearance and value of the farm. 

2. It will add to the comfort and happiness of the occupants. 

3. It will facilitate changes and improvements. 

4. It will help to keep people on the farms. 

In making plans for new l)uildings. there is no general plati suited to 
all localities; in readjusting arrangements where there has been want of 
definite plans; and in the location and grou]nng of buildings, each farm 
presents its own peculiar conditions and difficulties. 

There are a few general rules that apply to certain conditions. Some 
of these rules are given here to assist the young farmer, in selecting a 
site and making plans : 

1. Select a site with the best possible drainage. 

2. Give the house the greatest prominence. 

3. A dwelling on a south or east slope is better than on a north slope. 

4. The house should be built to front the public highway. 

5. All other buildings should be back of the house. 

6. There should be a lawn of good stretch in front of dwelling. 

7. Buildings should not be separated by a public highway. 

In planning the farmstead it is of the greatest importance to con- 
sider the factors of economy and convenience. The important points are. 

1. To save time in traveling to and from chores. 

2. To save time in convenient arrangement for handling stock and feed. 

3. The corn crib should be near the place to feed the corn. 

4. The silo should be near the place to feed the cattle. 

5. The watering place should be near the stables, or centrally located. 
:■ 6. A stable should have a convenient yard for stock. 

The buildings and their arrangement on a farm will depend upon 
the particular kind of farming to be pursttecl. 

If it is to be general farming it will require some if not all of the 
following : 

1. A farmhouse. 10. A wood or coal shed. 

2. A barn. 11. A smoke house. 

3. A henhouse. 12.' " Stables for stock. 

4. A hog pen. 13. Tanks and windmill. 

5. A corn crib. 14. A shop. 
G. A silo. 15. Garage. 

7. A milk house. 16. A colony house for bees. 

8. A tool shed. 17. Farm scale. 

9. A granary. 18. Ice house. 



26 



PLANNING AND ADORNING THE FARMSTEAD, ETC. 



Any special industry of the farm such as dairying, trucking, fruit 
growing, poultry raising, etc., will of course demand an arrangement of 
buildings suited to the special line of work done. 

The landscape should be so planned as to show the orderly arrange- 
ment of the buildings. 

The order of arrangement should be to have all buildings within 
view of the dwelling and public highway and all front sides to the front 
and all back sides to the rear. 

Locate buildings so as to avoid unpleasant odors being carried by 
the usual direction of the winds blowing toward the house in your lo- 
cality. 

Stables and manure should be at least 200 feet away from dwellings. 

Every state should have a law permitting the registration of farm 
names. A farm named and registered should have legal protection. 

No farmer should permit his buildings to be painted for advertising 
purposes except his own. Patent medicine, tobacco, and similar signs 
on buildings are in bad taste and cheapening in effect. 

A bulletin board may serve a useful purpose. Some name such as 
the following adds dignity and gives reputation to the farm : 

Cloverdale Farm. Rocky Ridge Farm. Oak Shade Farm. Fair View Farm. 
Evergreen Farm. Elm Grove Farm. River Side Farm. Lake View Farm. Glen- 
dale Farm. Woodland Farm. Maple Grove Stock Farm. Scioto Valley Dairy 
Farm. Glen Hill Poultry Farm. 




Figure No. 12. 
Arborvitaes, Japan Cypre.ss and Irish Juniper grouped against deciduous 

shrubs and trees. 



PLANNING AND ADORNING THE FARMSTEAD, ETC. 2/ 

To encourage interest in this work, prizes may be offered for the 
best plans in adorning parks, school yards and other public grounds. 

If this work is taken up by tlie schools its effects on the homes of 
the future and the country in general will he wonderful and farreaching 
in its results. 

There are hundreds of deserted homesteads, that, if they were 
properly adorned would become inviting places for people to live. 

THE ORNAMENTAL, PRACTICAL AND USEFUL ADORNMENT OF THE FARM. 

There is nothing that adds so much to the beauty of the landscape 
as the proper arrangement and variety of trees and other plants about 
the farmstead. This will depend to a very great extent upon the follow- 
ing points: 

1. The number and location of the trees. 

2. The kinds and sizes of trees at maturity. 

3. Trees in clumps or groups as in nature's plan. 

4. Tall trees at rear of house. 

5. A well kept stretch of open lawn. 

6. Trees in curved rathed than in straight lines. 

7. Shrubs about the borders and in front of back yord. 

8. Shrubs at base and corners of porches and walls. 

9. Tallest shrubs at the back with lower kinds in front. 

10. Flowers for ornamental beds in front of shrubbery. 

11. Flowers along the borders of walks and buildings. 

12. Flowers in beds of star, oval or crescent shapes, 

13. Vines that climb the walls or porches. 

14. Vines on arbors or trellis work. 

15. Vines on trees and walls. 



TREES TO PLANT FOR SHADE. 

Deciduous. Deciduous. Evergreen. 

White Elm, Wild Cherry, White Pine, 

Hard Maple, Chestnut, Norway Spruce, 

Soft Maple, Poplar, The best tree for a wind- 

Catalpa, Golden Willow. brake is Austrian pine. 

Buckeye, 

Black Walnut. 



28 



PLANNING AND ADORNING THE FARMSTEAD. ETC. 




B'lGURE No. 13. 
A winter scene on the farm. 



PLANNING AND ADORNING THE FARMSTEAD, ETC. 



29 



fgJ 
® 



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An ideal plan for a suburban place. 



30 PLANNING AND ADORNING THE FARMSTEAD, ETC. 

In the diagram the signs used signify the following: 

: : : : : Currants. 
=3 ^ = = = Gooseberries 

Raspberries. 

Blackberries. 

° Dwarf Pears. 
-f Plums. 
X Peaches. 
* Cherries. 
@ Apples. 
— Grapes. 
t Maple trees. 

The grapes are arranged on each side of the gravel, brick, or cement 
walk for the purpose of constructing a grape arbor over the walk. Va- 
rieties, 10 Concord, lo Brighton, lo Niagara. 

One row, of currants, 60 feet long will furnish space for 20 bushes 
planted 3 feet apart. If a variety is desired, plant 5 Victoria, 5 White 
Grape, 5 Cherry and 5 Black Champion. 

One row of gooseberries, bushes 3 feet apart in a row 60 feet long 
will require 20 bushes. A good variety would be 5 Downing, 5 Industry, 
5 Columbus, and 5 Red Jacket. 

One row of raspberries of 20 bushes 3 feet apart may consist of the 
following varieties : 5 Gregg, 5 Marlboro, 5 King, 5 Golden Queen. 

One row of blackberries, 20 bushes, of a good variety, may consist 
of 5 Taylor's Prolific, 5 Agawam, 5 Early King, and 5 Rathburn. 

One row of six dwarf pears, 2 Bartlett, 2 Duchess, 2 Kiefifer. 

One row of six plums, 2 Wilder, 2 Lombard, and 2 Burbank. 

One row of six peach, 2 Early Crawford, 2 Elberta, 2 Late Craw- 
ford. 

Eight cherry trees, 3 Early Richmond, 3 Montmorency, 2 Allen. 

Five apple trees, as follows: i Red Astrachan, i Golden Sweet, i 
Baldwin, i Grimes Golden, i Rhode Island Greening. 

Four Maple for shade in front of premises. 



SUPPLEMENTARY READING BOOKS. 

Classic Stories for Little Ones • — McMurray. 

Nature Myths — Cooke. 

Book of Nature Myths — Holbrook. 

Classic Myths — Judd. 

The Sandman and His Farm Stories — Hopkins. 

Buds, Stems and Roots — Chase. 

Kindergarten Stories and Morning Talks — Wiltse. 

In the Child's World — Poulsson. 

Nature's Byways — Ford. 



PLANNING AND ADORNING THE FARMSTEAD, ETC. 3I 

Trees in Poetry and Prose — Stone and Fickett. 

Ten Common Trees — Stokes. 

Nature in Verse — Lovejoy. 

Days and Deeds — Stevenson. 

In God's Out of Doors — Quayle. 

Little Flower Folk — Pratt. 

Plants and Their Children — Dana. 

Stories of Country Life — Bradish. 

The Lovers of the Woods — Boardmaii. 

Arbor Day — Schauffler. 

A Little Book of Profitable Tales — Field. 

The Land We Live In — Price. 



REFERENCE BOOKS FOR NATURE STUDY TEACHERS. 

Handbook of Nature Study for Teachers and Parents — Comstock. 

Practical Nature Study — Coulter and Patterson. 

Nature Study for Primary Grades — Cummings. 

Nature Study for Lower Grammar Grades — Cummings. 

Nature Study — Holtz. 

Nature Study and Life — Hodge. 

Real Things in Nature — Holden. 

Nature Study for Grammar Grades — Jackman. 

Special Method in Elementary Science — McMurray. 

Nature Study — Overton and Hill. 

Nature Study and the Child — Scott. 



SUPPLEMENTARY READING. 



Write to the United States Department of Agriculture for the fol- 
lowing bulletins: 

Circular 19. Publications of the Department of Agriculture classi- 
fied for the use of teachers. 

Circular 18. Publications of the Bureau of Plant Industry 

Farmer's Bulletin, No. 218. The School Garden. 

" " 154. The Home Fruit Garden. 

" " 134. Tree Planting on Rural School Grounds. 

" " 408. School Exercises in Plant Production. 

" " 423. Forest Nurseries for Schools. 

" 157. The Propagation of .Plants. 

" " 468. Forestry in Nature Study. 

" " 428. Testing Farm Seeds in the Home and in the Rural 

School. 

" " 460. Frames as a Factor in Truck Growing. 

" 185. Beautifying the Home Grounds. 

" " 195. Annual Flowering Plants. 

" 248. The Lawn. 

" 255. The Home Vegetable Garden. 

" " 242. An Example of Model Farming. 



2,2 PLANNING AND ADORNING THE FARMSTEAD, ETC. 

The following Bulletins should he secured from the Ohio Agricul- 
tural Experiment Station, Wooster, Ohio. 

No. 214. Handbook of Diseases of Cultivated Plants. ' 

No. 190. Evergreens; Their Uses and Culture. 

No. 240. The Rejuvination of Orchards. 

No. 189. Forestry Suggestions. 

No. 175. The Wood Manual. 



FRUIT CULTURE. 



ROOKS. 



C3'clopedia of American Horticulture, Bailey, 4 volumes $20.00 

American Horticultural Manual, Budd and Hanser 3.00 

American Apple Orchard, Waugh 1 . 00 

American Fruit Culturist, Thomas 2 . 50 

Barry's Fruit Garden, Barry 1 . 50 

Biggie Berry Book .50 

Dwarf Fruit Trees .50 

Fruits and Fruit Trees of America, Downing 5.00 

How to make a Fruit Garden, Fletcher 2 . 00 

Orchard and Fruit Garden, Powel 1.10 

Plum and Plum Culture, Waugh 1 . 50 

Principles of Fruit Growing, Bailey 1.50 

The Pruning Book, Bailey 11 .00 

Practical Orcharding on Rough Lands, Moore 1 .50 

PERIODICALS. 

The Western Fruit Grower (Monthly Magazine) per year 1.00 



OHIO EXPERIMENT STATION PUBLICATIONS. 



Apple Culture, Nos. 137, 217, 224, 171. Strawberries, Notes on, Nos. 146, 154, 
Spraying, Nos. 191, 169, 199, 216, 232. 166, 178, 186, 236. 

Renewal of old Orchards, No. 180. Plums, Comparison of varieties, No. 
Protection of Fruit Trees from Ro- 113. 

dents. No. 208. Plums for Home and Market, No. 170. 

Dependable Fruit, Circular No. 55. Currants, Notes on varieties, No. 98. 
Raspberries, Notes on, Nos. 98, 146. 



FARMERS' BIXLETINS, U. S. DEPARTMENT OF 
AGRICULTURE. 



Apples and How to Grow Them, No. Home Vineyard, The, No. 156. 
U.S. Pruning, No. 181. 



PLANNING AND ADORNING THE FARMSTEAD, ETC. 



33 



VEGETABLE CULTURE. 



A B C of Potato Culture, Terry. . 

Asparagus Culture, Hexamer.... 

Cabbage, Cauliflower and Allied 
Vegetables, Allen 

Celery Culture, Beattie 

Gardening for Profit. Henderson. 

Garden Making, Bailey 

How to Make the Garden Pay, 
Greiner 

Mushrooms, How to Grow, Fal- 
coner 

Melon Culture, Troop 

New Onion Culture, Greiner 



BOOKS. 

$0.45 Xew Rhubarb Culture, Morse and 

. 50 Fiske 50 

Principles of Vegetable Garden- 

.50 ing, Bailey 1.50 

1 .50 Tomato Culture, Tracy 50 

1 . 50 Vegetable Gardening, Watts 1 . 75 

.75 Success in Market Gardening, 

Rawson 1 . 10 

1.00 .Sweet Potato Culture, Fitz 50 

Insects Injurious to Vegetables, 

1.00 Chittenden 1.50 

.50 \'egetable Gardening, Watts 1.75 

.50 



PERIODICALS. 

The Market Growers' Weekly The Vegetable Grower, Chicago, 

Journal, Louisville, Ky.. per 111., per year 1.00 

year 1 .00 The Garden ^lagazine. Garden 

City, N. Y.. per year $1.50 



OHIO EXPERTArENT STATION PUBLICATIONS. 



Cucumbers', Diseases of, Nos. 89, 

105. 
Melons, Diseases of, No. 105. 
Onions, Smut of, Nos. 122, 131. 
Peas, Blighting of, No. 173. 
Potatoes, Cultural Notes on, Nos. 

76, 133, 174, 218. 



65, 



Potato, Rosette disease of, Nos. 139, 145. 
Tomato, Diseases of, Nos. 89, 105. 
Cabbage, Two Diseases in Ohio of. No. 

228. 
Potatoes, Fusarium Blight and Dry Rot 

of, No. 229. 



FARMERS' BLTJ.ETINS, L^. S. DEPARTAIENT OF 
AGRICULTURE. 



Asparagus, No. 61. 

Beans, No. 289. 

Cabbage. No. 433. 

Celery, No. 282. 

^lushroom. Culture of. No. 204. 



Onion Culture, No. 354. 
Sweet Potatoes, No. 324. 
Tomatoes, No. 220. 
Cucumbers, No. 254. 



GREENHOUSE AIANAGEAIENT AND FLORICULTURE. 



Commercial Violet Culture, Gal- 
loway $1.50 

Practical Horticulture, Henderson $1.50 

Forcing Book, The, Bailey $1.25 

Greenhouse Construction, Taft.. 1.50 



Greenhouse Management, Taft... 1.50 

Carnation, The American, Ward. 3.50 

Chrysanthemum, The, Herrington .50 

Rose, The, Ellwanger 1.25 



34 PLANNING AND ADORNING THE FARMSTEAD, ETC. 

HORTICULTURAL INFORMATION. 



PERIODICALS. 

The Florists Exchange, New The American Florist, Chicago, 

York City, per year $1.00 Illinois, per year 1.00 

The Florists Review, Chicago, Il- 
linois, per year 1.00 



OHIO EXPERIMENT STATION PUBLICATIONS. 



Tomato Culture in Greenhouse, No. 153. Manure as a Summer Mulch in Forcing 
Soil Treatment for Forcing Houses, House, Circular No. 69. 

Circular No. 57. 



LANDSCAPE GARDENING. 



BOOKS. 



Hedges, Windbreaks, Shelters, etc $0.50 Lawns and How to Make Them, 

Landscape Gardening, Parsons. . , 3.50 Barron 1.17 

Landscape Gardening, Waugh... .50 What England Can Teach Us 

About Gardening, Miller 4.32 

PERIODICALS. 

Country Life in America, New Park and Cemetery, Chicago; II- 
York City, per year $4.00 ■ linois, per year $1.00 

TREE BOOKS. 

Apgar : Trees of the Northern United States. 

Brisbin: Trees and Tree Planting. 

Britton : Trees. 

Chase: Cone-Bearing Trees of the California Mountains. 

Collins and Preston : Key to New England Trees. 

Dame and Brooks: Handbook of Trees of New England. 

Emerson and Weed : Our Trees and How to Know Them. 

Flagg: A Year Among Trees. 

Going : With the Trees. 

Hough : Handbook of the Trees of the Northern United States and Canada. 

Huntington : A Study of Trees in Winter. 

Jepson : Trees of California. 

Keeler : Our Native Trees. 

Lounsberry : A Guide to the Trees. 

MiacFarland : Getting Acquainted With the Trees. 

Mathews : Familiar Trees and Their Leaves. 

Maury : The Native Trees of Kentucky. 

Mosher : Fruit and Nut Trees. 

Mosher: Our Cone-Bearing Trees. 

Mosher : Oaks and Maples. 

Newhall : Trees of Northeastern America. 



PLANNING AND ADORNING THE FARMSTEAD, ETC. 35 

Rogers : Among Green Trees. 
Rogers : The Tree Book. 
Rogers : Trees Every Child Shoulld Know. 
Sargent: A Manual of Trees of North America. 
■ Schwartz : Forest Trees and Forest Scenery. 

PARK AND STREET TREES. 

Fernow : The Care of Trees in Lawn, Street, and Park. 
Solotaroff : Shade Trees in Towns and Cities. 

GENERAL FORESTRY. 

Bruncken : North American Forests and Forestry. 

Fernow: Economics of Forestry. 

Fernow : A Brief History of Forestry. 

Gifford : Practical Forestry. 

Graves: The Principles of Handling Woodlands. 

Green : Principles of American Forestry. 

Roth : A First Book of Forestry. 

WOOD STRUCTURE AND WOODWORKING. 

Boulger : Wood. 

Foster : Elementary \\'oodworking. 

Hough : American Woods (containing thin sections of various species of 
woods.) 

Snow: Principal Species of Wood. 

Note. The above list is recommended by the National Department 
of Agriculture. 

Note. The above list is recommended by the National Department of Agri- 
culture. 

These lists are necessarily brief. Many other excellent books and 
periodicals* are issued. Obtain lists of bulletins available from Federal 
and State Stations. Write for magazine and lx)ok catalogs. 

Book and Magazine Publishers : 

Ginn & Co., Chicago, New York City. 
American Book Co., New York City, Chicago. 
Orange Judd Co., 439 Lafayette St;, New York Citv. 
Macmillen & Co., 64 Fifth Ave., New York City. 
Doubleday. Page & Co., Garden City, New York. 
Webb Publishing Co., St. Paul, Minnesota. 
A. L Root Co., Medina, Ohio. 

State and Government Institutions from which Horticultural In- 
formation may be obtained : 

Ohio State University. Columbus, Ohio — The College of Agriculture main- 
tains a Department of Horticulture. Four-year, two-year and special short course 
of instruction are provided. A monthly bulletin of genera! information and in- 
struction is issued. 



* Only those periodicals are named that are devoted mainly to some horti- 
cultural subject. Many others maintain horticultural departments. 



!:,!,? ^:*.f^y. OF CONGRESS -: 

\\w 



021 489 387 3 



36 PLANNING AND ADORNING THE FARMSTEAD^ ETC. 



Ohio State Board of Agriculture, Columbus, Ohio — Information regarding 
fertilizers sold in state, orchard inspection and general statistics can be obtained. 
An official Monthly Bulletin is issued. 

Ohio State Library, Columbus, Ohio — Horticultural books are loaned to 
granges, clubs and imder some circumstances to individuals. 

Department of Agriculture, Washington, D. C. — In the Bureau of Plant In- 
dustry are employed many experts in various horticultural lines. For bulletins 
and information address expert in charge of following or other investigations. 

Crop Acclimatization. 

Horticultural Investigations. 

Diseases of Fruits. 

Pomological Investigations. 

Foreign Seed and Plant Introduction. 

Farmers' Bulletins — These are issued by the Division of Publications and 
new ones containing Horticultural information are issued occasionally. The Bu- 
reau of Statistics furnishes crop reports, etc. The Office of Experiment Stations 
publishes a monthly record of Experiment Station work but does not control the 
distribution of bulletins of the various state institutions. 

State Experiment Stations — Every state and territory in the Union main- 
tains one or more Experiment Stations. Most of these will send their bulletins 
without charge to requests from residents of other states. Address, Experiment 
Station, naming state and postoffice. 



LIBRARY OF CONGRESS 
021 489 387 3 % 



